After my graduation from UCLA, I browsed different opporutnities to give back to the community in which I grew up. Naturally, I questioned whether chooosing this route instead of traveling, working in my field, or going straight into a graduate program was right for me; I decided that I chose correctly and could begin addressing the issues I had encountered with the education system. I found various faults with respect to classroom learning, strategies for test taking and school application, and expectations - not expecations of parents, but expectations of the students themselves.
When I was unable to succeed as a student, I automatically assumed it was because I was incapable or not working hard enough. I found that the systematic shoveling of knowledge in the manner that represented that of the educator, usually the case, did not allow for me, the student, to grasp the concept in its most fundamental state. Often, highly structured methods of teaching leave no room for creativity to think critically and learn in a manner that is best suited for a particular student. Although a student could have many reasons for being unable to perform to his or her potential, I have experienced or witnessed numerous cases in which a struggling student is able to overcome the obstacle through tailored but flexible learning techniques.
I refuse to believe that students struggling in school should be refined to the model of thinking in which they are unable to grasp a certain concept. Each mind has its own frame of reference, and I believe that I have gained the experience necessary to transform the base of the curriculum so that it may be understood in its most fundamental state.
Education & Certification
Undergraduate Degree: University of California-Los Angeles - Bachelors, Biochemistry
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